Ancillary 1
Education has a different approach across countries. In this situation, I am particularly referring to schooling systems pertaining to education and its buildup to college. The key difference here- each country formulates its own way of educating students in their country- creating a disparity in the quality and content preached to students globally.
There are so many curriculum- each maneuvering their way in the field of education with different approaches. Do these approaches lead to the same fruitful outcome? I severely doubt it. Let’s take the example of India, a country that offers four major curriculums (CISCE, CBSE, A levels, IB diploma), not considering the several state-wise curriculums. All four of them have drastically different content being taught, using different techniques to teach and learn. Should this disparity exist? Some students are taught with obsolete methods of rote learning (following the traditional Indian Curriculum), while others have a globalized standard form of learning that involves heavy application of concepts (A levels, IB diploma).
Education shouldn’t be a form of privilege, but rather a necessity. This clearly brings out a deeper issue of utmost significance- education being a symbol of power and money. The trend observed in India showcases the elite taking up the international curriculums while the less privileged studying in the local and national curriculums. This hampers the creation of a level playing field for everyone.
There is no optimal way of navigating through this problem. It is a never-ending debate, but the point of discussion shouldn’t be the quality of education but the content being taught. I strongly agree with the notion that privilege should allow to one to gain education with the highest quality, but at the same time, it should not be grounds to hamper required education (in terms of what is considered optimal in today’s age) for an individual. The only way to maneuver through this situation is to have a standard globalized form of education. That will not only prevent this issue, but also help individuals shine out to the best of the ability (with the same core resources). This will also lead to an easier transition into the college environment- with a standardized approach.
Moreover, there are several downsides to this idea as well- particularly when it comes to teaching national history or agendas pertaining to a single country solely. Why a student in Japan want to study the consequences of the Anglo-French war? Well, that is the whole point of globalization- it makes us aware, and most importantly, it provides valuable insights and learnings that will help the global community greatly.
